Friday, June 17, 2011


Week 4 Action Research Plan Journal Comment

Teachers have the opportunity to leave an indelible impression on their students’ lives. School experiences mold, shape, and, can influence how children view themselves inside and outside of school. These school memories have the potential to last a lifetime in students’ minds and can play a consequential role with present and future decisions. It does not take long for students to realize that teachers make the difference between a long and boring school year and an exciting and challenging year. This comment validates my project idea. I want to be a more effective teacher for my students and I know that my fellow faculty members do as well.

Posted by jwester at 8:48 AM 0 comments

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Sunday, June 12, 2011

DRAFT ACTION RESEARCH JW

SCHOOL VISION: Improving Teacher Effectiveness=Student Engagement
Goal: Creating an improved foundation for Teacher Effectiveness=Student Engagement +Incorporating Technology activities.

Outcome
Teachers can have direct control and make changes instantaneously in some areas. For other changes to occur, it will take time for both students and the teacher to develop new skills. Improvements may depend on planning and seeking out new solutions or making changes at the school-wide level .Teachers can have direct control and make changes instantaneously in some areas. For other changes to occur, it will take time for both students and the teacher to develop new skills. Improvements may depend on planning and seeking out new solutions or making changes at the school-wide level.
Activities

Active learning strategies. While it may sometimes be efficient to have students listen to a brief lecture, view video material, or read a textbook, doing these types of isolating, sedentary activities on regular basis becomes mind-numbing rather than mind-engaging. There are strategies that naturally contribute to a much higher level of student engagement. For example,cooperative learning strategies in which students are organized into structured discussion groups and play specific roles in analyzing problems and seeking solutions are more engaging than listening to a lecture. Moreover, varying instructional strategies adds interest and increases engagement. Even the most exciting activities, if done continually, lose their appeal.

RESOURCES/RESEARCH TOOLS NEEDED

Habits


These are the routines and procedures that teachers create in the classroom. Habits include the way that students enter a classroom or engage in an activity at the start of every class period. Other habits include the ways that students open and organize materials that they need for the day, move from large to small groups for various activities, and work on individual problems. Teachers can create improved classroom environments and higher levels of student engagement if they focus on appropriate procedures and have students practice those procedures until they become habits. When students fail to follow the procedures, teacher must remind students of the rules and ways in which they can practice them. Good habits help to make effective use of instructional time and reduce the disruption that distracts students from the learning process. It is through practices that these procedures become powerful habits and keep students engaged in learning.

Fundamental skills.

These are the basic proficiencies that all students need to be able to participate in class and complete their work. Student need basic reading skills, for example, to be able to understand directions and materials used in any subject area. Students also need to acquire the skills to facilitate discussions and to learn how to listen to the teacher as well as other students in group discussions. They also need basic skills in technology for doing Internet research or preparing PowerPoint presentations. In addition, students need to learn basic social skills. To function in the classroom and workforce and as responsible citizens, they have to The following key aspects of pedagogy help teachers create an environment in which rigorous and relevant learning can happen

Timeline

2011-2012 school year.
Revisions to SIP/PIP based on monitoring and assessments

Faculty and Administrative Surveys


Responsibility to Address Activities

Campus c-tech and Faculty

Benchmarks

Monthly technology sessions